Abstract
The combined use of a physical pedagogical artefact and its digital counterpart is described as a duo of artefact. In the literature, duos of artefacts are mostly presented with a certain order: non-digital artefact is followed by the digital counterpart. This study examines the influence of reciprocal use of artefacts in a duo on a 5-year-old child’s identification of multiplicative relationships between the objects. Data is created through the video record of two clinical interviews with the child. The results showed that the reciprocal use of the artefacts enriched the child’s experiences of each artefact and mediated the relationships which were important for multiplicative thinking.
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